As the first Japanese national to receive the Doctor of Psychology (PsD) degree from an APA (American Psychological Association) accredited PsyD program, I have worked in higher education for 17 years. As a female faculty of color, there have been three important commitments I have always held for graduate education.
(1). To understand, appreciate, and foster diversity inclusion that's based on academic rigor.
My diversity coursework is evidence-based, theory-driven, and data-informed. I strive to instill a sense of shared responsibility for students to learn about 'diverse others' and how to engage in necessary diversity-dialogues with each other. Graduate students need to be able to digest classical studies and literature as well as current research in diversity to fully develop ways to compose solid critical thinking, and I strive to equip graduate students with this knowledge as well as skills to express their stances professionally both verbally and in writing. My commitment to diversity related work also connects to advocacy work as systemic changes are absolutely necessary to have social justice.
(2). To foster meaningful mentorship-relationships with students and colleagues.
No one enters a rigorous graduate program and leaves from it the same way they came in. Changes, whether they are internally or externally motivated, are inevitable for graduate students. As no one is able to 'survive' graduate school experiences alone, relying on honest and meaningful dialogues with faculty and colleagues is essential for graduate students to personally and professionally grow. Solid mentorship-relationships can also encourage a commitment to a life-long learning process which is necessary for those who are involved in education.
(3). To pave the way.
As others before me (especially those who come from backgrounds opportunities were not easily given) have paved the way for me and others like me I see it as my obligation to do the same for the next generation of graduate students. How many of you have seen faces like yours in textbooks you have used up to this point/learned about theorists and researchers who come from your cultural background? How many of you have seen people from your cultural background represented in leadership positions? If graduate students can answer "yes" to these questions, they are very fortunate. Some may take education for granted whereas others see it as a privilege and responsibility to contribute back to society and pave the way for others.
Leadership and underserved/marginalized populations
2015 Selected Member/Participant: American Psychological
Association Annual Educational Leadership Conference:
“Translating Psychological Science to Educational Practice, Policy
2015 to 2016 President: National Council of Schools and Programs of
Professional Psychology (NCSPP) Presidential Initiative and Mid-
Winter Conference Theme: "Creating the Mentorship Pipeline."
2014 to 2016 NCSPP liaison: American Psychological Association BEA
(Board of Educational Affairs)
2014 to 2016 CTR (Campus Training Representative): APA Federal Education
Advocacy Coordinators; APA Education Government
2014 to 2015 Selected Member: 2014-15 APA Leadership Institute for Women
2014 Statement Contributor/Advocate: Call-to-Action Statement on
the One Year Anniversary of the Abduction of the Nigerian
2013 to 2014 Selected Member: APA Presidential Citation Committee (2014
APA President: Dr. Nadine Kaslow)
2012 to 2014 NCSPP liaison: APA CEMA (Committee on Ethnic Minority
2012 to 2014 Chair: Ethnic Racial Diversity Committee, National Council of
Schools and Programs of Professional Psychology (NCSPP)
Doctor of Psychology (PsyD) in Clinical Psychology: Adler University (formerly Adler School of Professional Psychology)
Master's of Arts in Counseling Psychology: Adler University (formerly Adler School of Professional Psychology)
Bachelor of Science in Sociology and Interpersonal Communication: Ball State University
SCHOLARSHIP: INTERNATIONAL PRESENTATIONS
July 2016 Symposium
Brown, K.T., El-Ghorury, N.H., Jackson, J.S., Sera, H., & Wilson, T. (2016, scheduled). Commitment to Ethnic/Racial Diversity Competency in Education, Training, and Workplace in the United States: Undergraduate, Graduate (National Council of Schools and Programs of Professional Psychology), and Organization (American Psychological Association). Presented on July 25, 2016, at the 31st International Congress of Psychology. Yokohama, Japan.
July 2009 Invited Presentation
Sera, H. (2009). The Main Concepts of Professional Psychology Doctorate Process: Can This Be Duplicated in Japan? Presented on July 25, 2009, at the Osaka City University. Osaka, Japan.
August 1999 Invited Presentation
Sera, H. (1999). Key Concepts: Residential and Long Term Treatment and Care of Japanese Geriatric Population. Presented on August 3, 1999, at the Ikoi-no-Sono Board of Directors Conference. Gunma, Japan.
August 1998 Invited Presentation
Sera, H. (1998). An Overview w on Individual Psychology: How to utilize Adler’s teaching in non -Western societies. Presented on August23, 1998, at the Japan Individual Psychology Annual Conference. Yokohama, Japan.
August 1998 Invited Presentation
Sera, H. (1998). Principles of Individual Psychology: Western and Eastern Perspectives. Presented on August 20, 1998, at the Osaka Adler Guild Association. Osaka, Japan.
May 1997 Invited Presentation
Sera, H. (1997). Influences of Multicultural Dimensions on Life Style and Social Interest. Presented on May 24, 1997, at the North American Society of Adlerian Psychology Annual Conference. Vancouver, Canada.
May 1997 Invited Presentation
Sera, H. (1997). The Use of Adlerian Psychology with Criminal Population.
Presentation. Presented on May 24, 1997, at the North American Society of Adlerian Psychology Annual Conference. Vancouver, Canada.
August 1996 Invited Presentation
Sera, H. (1996). Understanding the Meaning of Social Interest from a Japanese
Perspective. Presented at the Twentieth International Association of Individual Psychology at Oxford University. Oxford, England.
SCHOLARSHIP: DOMESTIC PRESENTATIONS
Globerman, S., Paracios, D. P., Sera, H., …., & Szajner, K. (2016). Promoting Family and Community Mental Health through Pragmatic Grassroots Advocacy. Presented on April 16th, at the 80th Minnesota Psychological Association Annual Convention. Plymouth, Minnesota.
Khang, M., & Sera, H. (2016). An Exploratory Study of the Relationship between Fatalism, Locus of Control, and Hmong Individuals with Alcohol Related Offenses. Presented on March 18th, 2016, at the Sixth International Conference on Hmong Studies. St. Paul, Minnesota.
Sera, H. (2016). Presidential Address: Mentorship as Another Competency: Reflections on Complex Trajectories of Mentorship Relationships. Presented on January 20th, at the 39th National Council of Schools and Programs of Professional Psychology Annual Mid-Winter Conference. Atlanta, Georgia.
Cardoso, E., de la Plata, C.M., Holland, D., Sera, H., Qualls, D., & Vega, M. (2016). Perceptions of Multicultural Competency among Psychologists Who Serve People with Disabilities. Presented on October 28th, 2015, at the 92nd American Congress of Rehabilitation Medicine. Dallas, Texas.
Sera, H. (2014). Global and Domestic Health Disparities among Racial Minorities. Invited Presentation. Presented on July 12th, 2014, at the Indian Health Board. Minneapolis, Minnesota.
Sera, H., & Solon, P. (2007). Living and Working in Diverse Communities. Invited Presentation. Presented on November, 17, 2007, at the Minnesota Women in Psychology workshop. Edina, Minnesota.
Robinson, T., & Sera, H. (2002). Anger Management Based On Adlerian Conceptualization. Presented on June 24, 2002, at the North American Society of Adlerian Psychology Annual Conference. Chicago, Illinois.
Sera, H. (2001). Social Interest Assessment with Japanese and Nisei Populations. Presentation. Presented on June 15, 2001, at the North American Society of Adlerian Psychology Annual Conference. Tucson, Arizona.
American Psychological Association
Association for Psychological Sciences
2016 American Psychological Association Board of Educational Affairs
Cynthia D. Belar Education Advocacy Distinguished Service Award